Class 9 Social Science Syllabus 2015-16 CBSE
CBSE Class 9 Social Science Syllabus of 2015-16 SA1-SA2
This includes both Term 1 and Term 2 Social Science syllabus for Class 9.
|Unit||Topic||Term I||Term II|
|I||India and the Contemporary World – I||23||23|
|II||Contemporary India – I||23||23|
|III||Democratic Politics – I||22||22|
The Formative Assessment will comprise of projects, assignments, activities and class tests/periodic tests. The Summative Assessment will comprise of Theory paper as per the prescribed design of the Question Paper.
The text of OTBA(Open Text Book Assessment) for SA-II will be from Unit IV; Economics (Chapter-4: Food Security in India)
Unit I: India and the Contemporary World – I
Two themes from the first sub-unit and one each from the second and third sub-units could be studied.
Sub-unit 1.1: Events and processes
In this unit the focus is on three events and processes that have in major ways shaped the identity of the modern world. Each represents a different form of politics, and a specific combination of forces. One event is linked to the growth of liberalism and democracy, one with socialism, and one with a negation of both democracy and socialism.
Two themes of the following:
I. The French Revolution:
(a)The Ancient Regime and its crises.
(b) The social forces that led to the revolution.
(c) The different revolutionary groups and ideas of the time.
(d) The legacy. (Compulsory Chapter-1)
II. Socialism in Europe and the Russian Revolution:
(a) The crises of Tzarism.
(b) The nature of social movements between 1905 and 1917.
(c) The First World War and foundation of Soviet state.
(d) The legacy. (Chapter 2)
III. Nazism and the Rise of Hitler:
(a) The growth of social democracy
(b) The crises in Germany.
(b) The basis of Hitler’s rise to power.
(c) The ideology of Nazism.
(d) The impact of Nazism. (Chapter 3)
Map Work – Theme one only (3 marks)
The themes in this section will focus on how different social groups grapple with the changes in the contemporary world and how these changes affect their lives.
Sub-unit 1.2: Livelihoods, Economies and Societies:
Any one theme of the following:
IV. Forest Society and Colonialism:
(a) Relationship between forests and livelihoods.
(b) Changes in forest societies under colonialism.
Case studies: Focus on two forest movements one in colonial India (Bastar) and one in Indonesia. (Chapter 4)
V. Pastoralists in the Modern World:
(a)Pastoralism as a way of life.
(b) Different forms of pastoralism.
(c) What happens to pastoralism under colonialism and modern states?
Case studies: Focus on two pastoral groups, one from Africa and one from India. (Chapter 5)
VI. Peasants and Farmers:
(a) Histories of the emergence of different forms of farming and peasant societies.
(b) Changes within rural economies in the modern world.
Case studies: focus on contrasting forms of rural change and different forms of rural societies (expansion of large-scale wheat and cotton farming in USA,rural economy and the Agricultural Revolution in England, and small peasant production in colonial India) (Chapter 6)
Map Work Based on theme 4/5/6. (Internal choice will be provided) (3 marks)
Sub-unit 1.3: Everyday Life, Culture and Politics
The themes in this unit will consider how issues of culture are linked up to the making of contemporary world.
Any one of the following:
VII. History and Sport: The Story of Cricket:
(a) The emergence of cricket as an English sport.
(b) Cricket and colonialism.
(c) Cricket nationalism and de-colonialization. (Chapter 7)
VIII. Clothing: A Social History:
(a) A short history of changes in clothing.
(b) Debates over clothing incolonial India.
(c) Swadeshi and the movement for Khadi. (Chapter 8)
Unit II: Contemporary India – I
1 & 2. India – Size and Location & Physical Features of India: relief, structure, major physiographic units. (Chapter 1 & 2)
3. Drainage: Major rivers and tributaries, lakes and seas, role of rivers in the economy, pollution of rivers, measures to control river pollution. (Chapter 3)
Map Work (3 marks)
4. Climate: Factors influencing the climate; monsoon- its characteristics, rainfall and temperature distribution; seasons; climate and human life. (Chapter 4)
5. Natural Vegetation and Wild Life: Vegetation types, distribution as well as altitudinal variation, need for conservation and various measures. Major species, their distribution, need for conservation and various measures. (Chapter 5)
6. Population: Size, distribution, age-sex composition, population change-migration as a determinant of population change, literacy, health, occupational structure and national population policy: adolescents as under-served population group with special needs. (Chapter 6)
Map Work (3 marks)
Unit III: Democratic Politics – I
1 & 2. Democracy in the Contemporary World & What is Democracy? Why Democracy?: What are the different ways of defining democracy? Why has democracy become the most prevalent form of government in our times? What are the alternatives to democracy? Is democracy superior to its available alternatives? Must every democracy have the same institutions and values? (Chapter 1 & 2)
(Part 1.3 and 1.4 (pages 10-18 of prescribed NCERT Textbook) will be assessed through formative assessment only)
3. Constitutional Design: How and why did India become a democracy? How was the Indian constitution framed? What are the salient features of the Constitution? How is democracy being constantly designed and redesigned in India? (Chapter 3)
4. Electoral Politics: Why and how do we elect representatives? Why do we have a system of competition among political parties? How has the citizens’ participation in electoral politics changed? What are the ways to ensure free and fair elections? (Chapter 4)
5. Working of Institutions: How is the country governed? What does Parliament do in our democracy? What is the role of the President of India, the Prime Minister and the Council of Ministers? How do these relate to one another? (Chapter 5)
6. Democratic Rights: Why do we need rights in a constitution? What are the Fundamental Rights enjoyed by the citizen under the Indian constitution? How does the judiciary protect the Fundamental Rights of the citizen? How is the independence of the judiciary ensured? (Chapter 6)
Unit IV: Economics
1. The economic story of Palampore: Economic transactions of Palampore and its interaction with the rest of the world through which the concept of production (including three factors of production (land, labour and capital) can be introduced. (Chapter 1)
2. People as Resource: Introduction of how people become resource / asset; economic activities done by men and women; unpaid work done by women; quality of human resource; role of health and education; unemployment as a form of nonutilisation of human resource; socio-political implication in simple form. (Chapter 2)
3. Poverty as a Challenge: Who is poor (through two case studies: one rural, one urban); indicators; absolute poverty (not as a concept but through a few simple examples) – why people are poor ; unequal distribution of resources; comparison between countries; steps taken by government for poverty alleviation. (Chapter 3)
4. Food Security in India: Source of Foodgrains, variety across the nation, famines in the past, the need for self sufficiency, role of government in food security, procurement of foodgrains, overflowing of granaries and people without food, public distribution system, role of cooperatives in food security (foodgrains, milk and vegetables ration shops, cooperative shops, two-three examples as case studies) (Chapter 4)
Unit V: Disaster Management
1. Introduction to Disaster Management (Chapter 1)
2. Common Hazards – Prevention and Mitigation (Chapter 2)
3. Man made disasters – Nuclear, Biological and Chemical. (Chapter 3)
4. Community Based Disaster Management (Chapter 4)
- India and the Contemporary World – I History – Published by NCERT
- Contemporary India – I Geography – Published by NCERT
- Democratic Politics – I Published by NCERT
- Economics – Published by NCERT
- Together, Towards a Safer India – Part II, a textbook on Disaster Management for Class IX – Published by CBSE
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